1.3 Nick Ut's 1972 Vietnam war photograph 4.6 Agency explanations: rational choice theory The work of the Chicago School, despite the potential pitfalls of participant observation, does demonstrate that if you want to know why people commit crimes it makes sense to ask them. In his memoir of a criminal career in the early twentieth century entitled Jail Journey, Jim Phelan wrote: The robber is a tradesman who, from economics or other motivation, chooses a trade with greater rewards and dangers th 4.3 Structural explanations I: biology There is a long and uneven tradition of claims that the origins of crime and deviance are biological. In the nineteenth century it was claimed, for example, that brain sizes and skull shapes could explain criminal behaviour. This kind of crude biological determinism has long been discredited, but it gave way to a more subtle and notionally scientific model of genetic determinism. In the early twentieth century advocates of eugenics claimed to have created the science of improving 3.3 Quantitative and qualitative evidence The Tables above provide official quantitative evidence: evidence, data or information which is expressed in numerical terms. On the face of it, this clearly shows that recorded crime increased significantly throughout the twentieth century, albeit with some ‘dips’ in recent years. Common sense is confirmed. But there are problems with these data. Remember, we are looking here at crimes recorded by the police. Do you think that all crimes are recorded? There might be different reas Introduction ‘Tough on the causes of crime.’ A famous phrase, but what is crime? This unit examines how we as a ‘society’ define crime. You will look at the fear that is generated within communities and what evidence is available to support claims that are made about crime rates. This material is from our archive and is an adapted extract from Introducing the social sciences (DD100) which is no longer taught by The Open University. If you want to study formally with us, you may wish t 1.3 Summary Modern sport and the media are closely linked in a variety of ways. One area of connection is through big events and sports celebrities. The media also provide routine coverage, scores, results, venue and scheduling details and everyday information, often at speed; for example, through the internet, and satellite and mobile phone technologies. This type of coverage is illustrated by the example of English p Introduction The media play a huge part in sport; we find out what's happening, how our team is doing and it creates great sporting moments and sports celebrities and stars. This unit looks at the role played by the media in sport and how this has changed with the development of internet and satellite TV. Who calls the shots – athletes, teams or the media moguls? How do social scientists explain this relationship between sport and the media? This material is from our archive and is an adapted extr 7.4 Conclusion Despite their very considerable differences, and the very different kinds of evidence they draw upon, it is clear from these brief exchanges between theoretical frameworks that ‘the personal’ and social policies meet and remake one another in multiple and complex ways. Making welfare directly conditional upon work represents an unusually focused response to particular perceptions of personal lives, and the material circumstances and social conducts associated with them. And as policies be 6 A short biography of Mandy: comparing theories about work and welfare Mandy's biography has some 4.2 Neo-liberal interpretations of welfare to work Neo-liberalism begins from an emphasis on the free market, individual freedom and responsibility. Neo-liberal approaches use the ‘less eligibility’ principle. Welfare is thought to distort ‘free’ markets, because it either removes incentives to work, or drives up entry-level pay to rates that are not economical for employers. Neo-liberals tend to advocate what Peck (2001) terms the ‘hard’ Labour Force Attachment model of working for welfare, which places claimants directly Introduction This unit is an adapted extract from the course Personal lives and social policy
(DD305) 1.6 Using a historical approach By adopting a historical approach we gain some distance from the present and everyday, viewing more clearly our taken-for-granted assumptions. Today's formations of parenthood and sexualities did not suddenly appear fully formed, but are the results of centuries of change. By looking at a particular historical phenomenon, fertility decline in Britain, we can explore some of the tensions and contradictions between deeply embedded and newer ideas and practices emerging at that time. These strug 4.3.2 Network externalities and increasing returns to scale The reader should ask herself the following question: Would I subscribe to a telephone service knowing that nobody else subscribes to a telephone service? The answer should be: Of course not! What use will anyone have from having a telephone when there is no one to talk to? (Shy, 2001, p. 3) The uncertainty surrounding production in the introductory phase, which places such importance on 4.2.1 Figure 9a: A selection of 35 mm SLR film cameras Learning outcomes After studying this unit you should be able to: appreciate the importance of technological change, costs of production and consumer preferences to the changing organisation of production; understand the relation between the quantity demanded of a good and its price as represented by the demand curve; understand economic models of the relation between firms’ costs and output; analyse the role of technology and costs in influencing in 4.3 Live fast, die young Both the automobile and PC industries were characterised by a great deal of turbulence in the first 20 to 30 years of their existence. In both cases, many new firms entered the industry, introduced new varieties of the product, and soon left the industry, leaving only a few dozen firms to compete during the growth phase. By 1926 only 33 per cent of the firms that had started producing automobiles during the previous 22 years had survived. In the case of PCs, by 1999 only 20 per cent of the fi Learning outcomes After studying this unit you should be able to: understand the relationship between technological change and industrial revolutions; appreciate the pervasive effect that new technologies can have on the economy and, in particular, on productivity; understand how industry dynamics can be analysed using the ‘industrial life cycle’ model; use data and historical examples to support economic arguments. Introduction The material presented here focuses on the politics of racial violence in Britain. The material is an audio file, originally 30 minutes in length, and examines the issues around this subject. It was recorded in 1995. This material is from our archive and is an adapted extract from Crime, order and social control (D315) which is no longer taught by The Open University. If you want to study formally with us, you may wish to explore other courses we offer in this Author(s): Learning outcomes On completion of this unit, you should be able to: identify criteria to evaluate whether prison works. Learning outcomes After studying this unit you should be able: define social construction and social constructionism.
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Figure 1: Huynh Cong (Nick) Ut, 1972: ‘Phan Thi Kim Phuc, centre, her burning cl
Figure 7: Exclusion from welfare: the price of resistance?
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